The Insider'S View: Pgde Student Perspectives On Inclusive Secondary Schooling
Tendai Nyathi
Center for Student Management, Zimbabwe Open University, Bulawayo Region, Zimbabwe
Simba Chikwava
Center for Student Management, Zimbabwe Open University, Bulawayo Region, Zimbabwe
Abstract
Teaching practice plays a pivotal role in teacher training, offering student teachers a unique opportunity to gain firsthand experience in the dynamic classroom environment. This practice period serves as a transition phase, allowing student teachers to apply their theoretical knowledge in real-world teaching scenarios. It is a time of baptism into the complexities of classroom instruction, where student teachers learn the art of teaching from experienced educators. This research paper investigates the challenges faced by Postgraduate Diploma in Education (PGDE) student teachers during their teaching practice in the academic year 2015-2016. Teaching practice is regarded as an essential component of teacher training, designed to immerse student teachers in the authentic context of the teaching profession. It is a critical juncture where individuals can assess whether teaching is the right career choice for them. During teaching practice, student teachers take on the responsibilities of a teacher, which can be simultaneously exciting and challenging. It serves as the "real interface" between being a student and becoming a professional educator, eliciting a mix of emotions, including anticipation, anxiety, excitement, and apprehension. Mentors, who are experienced educators in the school setting, guide and supervise student teachers during their practice. These mentors possess invaluable knowledge of supervisory skills and provide immediate feedback, enabling student teachers to improve and grow. Moreover, cooperating teachers, who are permanent staff members, assist and mentor student teachers, in conjunction with tutors. Despite the enriching experiences that teaching practice offers, student teachers encounter various challenges that may hinder their ability to derive maximum benefit from the practice. This study aims to shed light on these challenges and explore ways to mitigate them, ensuring that teaching practice remains a transformative and valuable experience for student teachers